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Teachers convey evaluations through such \"appraisal actions\" as ability versus effort attributions for children's performance, spontaneous displays of warmth versus matter-of-fact acceptance, and attention versus inattention. Some appraisal actions (e.g., ability-effort) require an understanding of multiplicative relations to arrive at an \"adult\" interpretation. Others (e.g., attention-inattention) do not. First through sixth graders watched videotaped scenes in which teachers attributed one child's performance to ability but chided another for lack of effort even though he had given an equivalent performance, hugged one child but not another for equivalent performance, and paid attention to one child's oral report but not another's. Younger students (ages 5-9 to 7-10) rated the ability-attributed and hugged children as smarter; older students (ages 9-9 to 11-10) rated the effort-attributed and unhugged children as smarter. In contrast, no age differences were found in decoding attention versus inattention. The results suggest that younger children use a different strategy in decoding the meanings of complex appraisal actions. 相似文献
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Richard S. Peters Neville Postlethwaite Eric Ashby Richard Goodings Franklin Parker E. Paul Torrance Jindra Kulich Edmund King John B. Carroll W. D. Halls Nizan Rauch Andreas Fuchs Karl Frey Russell Farnen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(3):356-378
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Christine E. Ashby Julie N. Causton‐Theoharis 《International Journal of Inclusive Education》2013,17(5):501-516
Much can be learned about the experience of autism by listening to the voices of individuals so labelled. They describe their understanding of competence, living in a culture where autism is considered deviant, deficient and outside the range of ‘normal’ human experience. This paper utilises autobiographical accounts written by individuals who identify as autistic as a source of qualitative research data and specifically explores the ways in which these texts address issues of competence. Using narrative inquiry, it explores how individuals with autism, both adults and adolescents, describe their own notions of competence and, further, the instructional practices that support their ability to demonstrate their competence. 相似文献
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In this exploratory study, 185 middle school students were administered the Almost Perfect Scale‐Revised and the Behavioral Assessment System for Children‐Self Report. Self‐reported grade‐point average was also obtained. Students who established high personal standards but nonetheless recognize their limitations (adaptive perfectionists) reported significantly higher (i.e., more positive) scores on a number of academic, intrapersonal, and interpersonal variables. However, the perceived inability for some students to consistently meet their high standards (maladaptive perfectionists) was significantly and negatively related to perceptions of school and family relationships, and greater emotional distress. Implications of these findings and future research and clinical suggestions are provided. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 677–689, 2003. 相似文献
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The purpose of this study was to provide an empirical basis for the interpretation of the WISC-R performance of Navajo children according to the Luria-Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC-R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria-Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding information. 相似文献